Title Utjecaj različite perceptivne istaknutosti čestica na vrijeme reakcije kod osoba s različitom razinom obrazovanja Title (english) Influence of different perceptual salience of items on reaction time in persons with different levels of education Author Marko Dimitrov Mentor Matilda Nikolić Ivanišević (mentor)Committee member Matilda Nikolić Ivanišević (predsjednik povjerenstva)Committee member Pavle Valerjev (član povjerenstva)Committee member Lozena Ivanov (član povjerenstva)Granter University of Zadar Defense date and country 2023-09-28, Croatia Scientific / art field, SOCIAL SCIENCES Abstract U ovom istraživanju se ispitivalo kako dva različita načina perceptivne istaknutosti utječu na procesiranje čestica koje nisu i jesu perceptivno istaknute. Čestice korištene u istraživanju su bile dvosložne riječi od pet slova. Cilj istraživanja je bio utvrditi ima li razlika između studenata i srednjoškolaca u procesiranju čestica koje nisu i koje jesu perceptivno istaknute. Činjenica da se studenti i srednjoškolci razlikuju po tome koliko imaju iskustva u obrazovnom sustavu uzeta je kako bi se provjerilo koliku iskustvo, odnosno izloženost, ima ulogu u formiranju reakcije na podražaj koji se ističe. Sudionici su bili studenti i srednjoškolci i prošli su kroz tri situacije: 1) kontrolnu situaciju sa standardnim riječima (bez perceptivne istaknutosti, kako bi se testiralo vrijeme reakcije na riječi općenito), 2) situaciju perceptivne istaknutosti podebljavanjem riječi (reagiranje na ciljne podebljane i ciljne nepodebljane riječi, a testiralo se vrijeme reakcije na podebljane i nepodebljane riječi) i 3) situaciju perceptivne istaknutosti podcrtavanjem riječi (reagiranje na ciljne podcrtane i ciljne nepodcrtane riječi, a testiralo se vrijeme reakcije na podcrtane i nepodcrtane riječi). Zadatak je bio programirani eksperiment na računalu, koji je konstruiran pomoću online alata Psytoolkit. Rezultati su pokazali da: Studenti i srednjoškolci se nisu razlikovali u vremenu reakcije na riječi u situaciji sa standardnim riječima, odnosno u situaciji bez perceptivne istaknutosti; Općenito, kraće je bilo vrijeme reakcije na podebljane riječi nego na nepodebljane. Studenti i srednjoškolci se nisu razlikovali u vremenu reakcije, općenito na riječi (kad se vremena reakcije na ciljne podebljane i ciljne nepodebljane riječi uzmu zajedno), u situaciji s podebljanim riječima. Studenti i srednjoškolci se nisu razlikovali u vremenima reakcije na ciljne nepodebljane i na ciljne podebljane riječi u situaciji s podebljanim riječima. Općenito, kraće je bilo vrijeme reakcije na podcrtane riječi nego na nepodcrtane. Studenti su imali kraće vrijeme reakcije, općenito na riječi (kad se vremena reakcije na ciljne podcrtane i ciljne nepodcrtane riječi uzmu zajedno), od srednjoškolaca, u situaciji s podcrtanim riječima. Studenti i srednjoškolci se nisu razlikovali u vremenima reakcije na ciljne nepodcrtane i na ciljne podcrtane riječi u situaciji s podcrtanim riječima. Ovo istraživanje je pružilo okvir i implikacije za ulogu okoline, iskustva i izloženosti u formiranju reakcije na perceptivno istaknute podražaje i formiranju percepcije tih podražaja.
Abstract (english) This study examined how two different types of perceptual salience affect the processing of particles that are not and are perceptually salient. The particles used in the study were twosyllable, five-letter words. The goal of the study was to determine if there was a difference between college students and high school students in the processing of particles that are nonperceptually salient and perceptually salient. The fact that college students and high school students differ in how much experience they have in the educational system was used to examine the extent to which experience, i.e., exposure, plays a role in forming the response to the stimulus that is salient. Participants were college and high school students and underwent three situations: 1) a control situation with standard words (without perceptual salience to test reaction time to words in general), 2) a perceptual salience situation with bold words (response to bold and non-bold target words, and reaction time to bold and nonbold words was tested), and 3) the perceptual salience situation using underlined words (reaction to underlined and nonunderlined target words, and reaction time to underlined and nonunderlined words was tested). The task was a programmed experiment on the computer created with the online tool Psytoolkit. The results showed the following: Students and high school students did not differ in reaction time to words in a situation with standard words, that is, in a situation without perceptual salience; in general, reaction times to bold words were shorter than to nonbold words. High school and college students did not differ in reaction times to words (when reaction times to bold and nonbold target words were combined) in the situation with bold words. High school and college students did not differ in reaction times to target nonbold and target bold words in the bold word situation. In general, reaction times were shorter for underlined words than for nonunderlined words. College students generally had shorter reaction times for words (when reaction times for underlined and non-underlined target words are combined) than high school students in the situation with underlined words. In the situation with underlined words, high school and college students' reaction times did not differ for non-underlined and underlined target words. This study provided a framework and implications for the role of environment, experience, and exposure in shaping responses to perceptually salient stimuli and shaping perceptions of those stimuli.
Keywords
perceptivna istaknutost
vrijeme reakcije
nesvjesno uvjetovanje
izloženost
iskustvo
Keywords (english)
perceptual salience
reaction time
unconscious conditioning
exposure
experience
Language croatian URN:NBN urn:nbn:hr:162:994385 Study programme Title: Psychology Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2023-10-04 13:23:15
